Mind and Hand: Manual Training the Chief Factor in Education

by Charles H. Ham

The following extracts from a late report of the principal of the school, Mr. G. Bamberger, on its “purposes,” show that they are identical with those of the so-called manual training school, and also that its methods are similar:

“We, therefore, have undertaken to institute a reform in education in the following two ways: We begin industrial instruction at the very earliest age possible. Already in our kindergarten we lay the foundation for the system of work instruction that is to follow. In the school proper, then, we seek to bridge over the interval lying between the preparatory kindergarten training and the specialized instruction of the technical school, utilizing the school age itself for the development of industrial ability. This, however, is only one characteristic feature of our institution. The other, and the capital one, is, that we seek to combine industrial instruction organically with the ordinary branches of instruction, thus using it not only for the material purpose of creating skill, but also ideally as a factor of mind-education. To our knowledge, such an application of work instruction has nowhere as yet been attempted, either abroad or in this country....

“In the teaching of history to these young children we hold it essential that the teacher should be entirely independent of any text-book, and able to freely handle the vast material at his disposal, and to draw from it, as from an endless storehouse, with fixed and definite purpose. We attach even greater importance to the moral than to the intellectual significance of history. The benefits which the understanding, the memory, and the imagination derive from the study of history are not small. But history, considered as a realm of actions, can be made especially fruitful of sound influence upon the active, moral side of human nature. The moral judgment is strengthened by a knowledge of the evolution of mankind in good and evil. The moral feelings are purified by abhorrence of the vices of the past, and by admiration of examples of greatness and virtue. Text-books are not to be discarded, but their choice is a matter of great difficulty. Thus, all books in which historical instruction is given in the shape of printed questions and answers are highly objectionable. They are convenient bridges which lead to nothing.”

The following extract from a late report of Prof. Adler shows the purpose of the establishment of what he calls the “model school” to be identical with that of the projectors of the St. Louis and Chicago manual training schools, namely, the ultimate adoption by the public schools of the country of a far more rational system of instruction than that which at present prevails. He says,

“It seemed to us, therefore, far more necessary, far more calculated to really advance the public good, that one model school should be erected in which the entire system of rational and liberal education for the children of the poorer class might be exhibited from beginning to end. We ventured to hope that such an example, having once been set, would not be without effect upon the common-school system at large, and that the extension of our work would proceed by the natural course of the ‘survival of what is fittest.’ It was decided, therefore, that the twenty-five graduates from the kindergarten should be invited to remain with us, that a complete school should be instituted, and that a teacher should be at once appointed to take in hand the instruction of the lowest class. The munificence of Mr. Joseph Seligman, to whose name we cannot refer without gratitude and respect, at this stage enabled us to go on with our undertaking, when the dearth of funds would otherwise have compelled us to wait, or perhaps desist altogether. His timely gift of ten thousand dollars was the means of starting the school, and on this as well as on other accounts his memory deserves to be cherished by those who cherish the educational interests of the people.”

The Chicago Manual Training School is the only independent educational institution of the kind in the world. All the schools of this character to which reference has been made in this chapter are departments of colleges or institutes of technology. The Chicago school is unique in another respect: it owes its origin entirely to laymen. Professional educators labored long and earnestly to found the schools we have described, but the Chicago school was inspired by men unknown in the field of educational enterprise, advocated by a secular daily journal, and established by an association of merchants, manufacturers, and bankers. For many years the Chicago Tribune had very freely and severely criticised the educational methods of the public schools. Early in the year 1881 its editorial columns were opened to the author of this work, who began and continued, therein, the advocacy of the establishment of a manual training school in Chicago, as a tentative step towards the incorporation in the curriculum of the public schools, of more practical methods of instruction.

The editorial advocacy of the Tribune was continued for twelve months, articles appearing about once a week, without apparent effect beyond provoking a controversy with certain professional educators, who attacked the positions assumed by the Tribune. But a public sentiment had been created on the subject, and the Commercial Club was destined soon to embody that sentiment in action. At its regular monthly meeting, March 25, 1882, the subject of reform in methods of education was discussed by members of the club, and by men invited to be present for that purpose; the establishment of a school was resolved upon, and $100,000 pledged for its support.

The Chicago Manual Training School Association was incorporated April 11, 1883; the corner-stone of its building was laid September 24, 1883; and the sessions of the school commenced on the 4th of February, 1884, with a class of seventy-two students, “selected by examination from one hundred and thirty applicants, under the directorship of Henry H. Belfield, A.M., Ph.D.”

The Board of Trustees consists of E. W. Blatchford, president; R. T. Crane, vice-president; Marshall Field, treasurer; William A. Fuller, secretary; John Crerar, John W. Doane, N. K. Fairbank, Edson Keith, and George M. Pullman.

The object of the school is stated in the articles of incorporation as follows: